medical disclaimer
Many research studies have been conducted on the efficacy of AVS (Auditory/Visual Stimulation, or Mind Machines) for the treatment of learning disorders. Much of the early research had been done by Carter and Russell (1993, 1994, 1995) who examined changes in test performance in children with learning disabilities using brainwave entrainment and auditory and visual stimulation.Carter and Russell (1993) conducted a pilot study using AVS and measured changes in academic performance and behavioral functioning of 26 boys with learning disabilities between the ages of 8 and 12 years.
Behavior changes noted by teachers and parents demonstrated some improvement in academic interest and attention. Teachers reported that students appeared less anxious, more self-contained, and demonstrated more anger control and improved coordination and intellectual pursuits. Parents reported more compliance from children and less impulsive behaviors.
A later study by Carter and Russell (1994) demonstrated the increase in Verbal IQ of 4.30 points in the experimental group after 20 sessions of AVS, and an increase of 9.20 points after 40 AVS sessions, which were significantly greater than the changes demonstrated in the placebo and control groups.
In a related study, Patrick (1994) used 15 sessions of EEG driven AVS with 25 children with ADHD. Results revealed highly significant EEG changes and test score changes. The participants also demonstrated significant gains in controlling impulsivity and attention.
Micheletti (1998) compared four treatment groups of 99 ADHD children ranging from 7 to 13 years of age. The treatment groups consisted of an AVS Group, an AVS and Stimulant Medication Group, a Stimulant Medication Group, and a Self-Selected Comparison Group.
All groups were tested off medication to evaluate differences at baseline.
Cognitive function was evaluated using a variety of achievement tests.
Behavioral changes were also noted. The study also evaluated the effectiveness of the stimulant medication (Ritalin and Adderall) and the efficacy of combining AVS and medication.
Both the AVS and the AVS/Stimulant Medication Group demonstrated significant statistical cognitive and behavioral changes. The AVS training Group demonstrated statistical changes 55.6% of the time. The AVS/Stimulant Group demonstrated changes 88.9% of the time. The Stimulant Only Group demonstrated less change (33.0% of the time) when compared to the AVS and AVS/Stimulant Groups. The Self Selected Comparison Group indicated no statistical change on cognitive or behavioral dependent measures over time.
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New! See the exciting results from the latest Clinical Study using the Synaptic Stimulus Trainer (SST) device with children diagnosed with Learning Disabilities. The graph below shows the summary data for test scores pre and post use of the SST in this study. 30 children diagnosed with learning disabilities and/or ADHD participated in the study (explanation below):
This study used the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) to measure changes in specific abilities with regard to learning. The WISC-III is considered the "gold standard" of Intelligence tests. The study measured the following functions:
The FD (Freedom From Distractibility) index is a measure of the ability to focus and pay attention.
The PS (Processing Speed) index is a measure of how quickly one processes information.
The chart above shows the results After Using the SST Two Times per Week for 6 weeks (12 Sessions). The results of this study demonstrate significant improvement in all abilities.
These findings indicate that the use of AVS can improve weaknesses in math, short-term memory, reading abilities, focus and attention, and processing speed.
All children in the study experienced significant improvements in grades and in overall academic performance.
Some specific cognitive weaknesses of learning disabilities include information processing, short-term memory, and encoding (Conners, Atwell, Rosenquist, & Sligh, 2001; Denckla, 1983; Gross-Tsur, Shalev, Manor, & Amir; 1995; Rourke, 1993; Shapiro, Hughes, August, & Bloomquist, 1993; Tranel, Hall, Olson, & Tranel, 1987).
These cognitive deficits can be lifelong, and research demonstrates that the long-term effects of LD place these individuals at a high risk for emotional and social difficulties, and can often result in antisocial behaviors and later psychological disorders (Barkley, 1990; Barkley, Guevremont, Anastopoulos, DuPaul, & Shelton, 1993; Biederman, Faraone, & Lapey, 1992; Pisecco, Wristers, Swank, Silva, & Baker, 2001; Svetaz, Ireland, & Blum, 2001; Weiss & Hechtman, 1993). Some studies suggest that individuals with learning disabilities are also at a significantly higher risk for substance abuse than non-learning-disabled individuals (Katims, Zapata, & Yin, 1996; Maag, Irwin, Reid, & Vasa, 1994; Rhodes & Janinski, 1990).
The most common treatment interventions for learning disabilities are specialized academic instruction to strengthen cognitive weaknesses, parent training, behavioral therapy, and the use of psychostimulant medications to address comorbid behavioral problems (Barkley, 1990, 1997; Montague, Fiore, Hocutt, McKinney, & Harris, 1996).
The use of stimulant medication addresses the various attentional and behavior symptoms, but gains in long-term academic achievement have not been substantiated (MTA Cooperative Group, 1999; Swanson & Hoskyn, 1998).
In many studies, the induction into certain brainwave states has been found to increase or decrease brain activity through the “entrainment” process (Lubar, 1991; Mann, Lubar, Zimmerman, Miller, Muenchen, 1992; Othmer & Othmer, 1992; Tansey, 1990; 1991; 1993).
“Entrainment” is a process that occurs when brainwave activity falls into a specific cadence or rhythm through the use of repetitive and recurrent presentation of light and sound pulses. Brainwave entrainment through the use of auditory and visual stimulation (AVS) affects electroencephalographic (EEG) output (a measure of brainwave activity), and can result in the suppression or enhancement of specific brainwave frequencies (Lubar, 1991).
Studies supported evidence that changing the cerebral electrical activity associated with LD/ADHD improved symptoms and enhanced cognitive performance (Lubar, 1991; Olmstead, 2003; Patrick, 1994; Russell, 1997). Light or photic driven EEG neurofeedback found improved regulation of irregular or over aroused/under aroused brainwave states which affect learning and attending, yielding in increased neuroactivation (Boyde, 1998; Carter & Russell, 1993, 1994; Patrick, 1994; Siever, 2000).
At the Research Centre for Alternative Medicine (Calgary, Canada), an unpublished, clinical review (Olmstead, 2000) of an Audio and Visual Stimulation program for children diagnosed with Attention Deficit Disorder was carried out. This program was designed by Ruth Olmstead PhD. Clear indications from reports by parents, teachers and grade reviews found that in a large percentage of the group, there were changes from mild to significant in; 1. Behavior; 2. Mood; 3. Cognitive Performance; 4. Medication Reduction.
Badri (Bud) Rickhi, MD, FRCPAssociate Clinical Professor of Medicine University of Calgary
